Oversby, Rebecca Marie

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

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The provision is good

The childminder provides a warm and welcoming environment where children are very happy and confident to explore the toys and activities. She affectionately engages with children, giving them plenty of cuddles and encouragement as they play. The childminder works closely with parents and gathers important information about the children's needs and interests when they first start. This helps the children to settle quickly.

p.2

The provision is good

Children's behaviour is good, and they show positive attitudes to learning. Children receive consistent messages about acceptable behaviours. They love to learn and celebrate their achievements. The childminder regularly gives praise for the children's efforts and successes. This creates a culture of positivity where children are excited by learning. They demonstrate good manners, such as using 'please' and 'thank you' when the childminder asks if they would like a snack. The childminder is active in the community, visiting local attractions and meeting with other childminders. This supports children to have a wider circle of friends to play with and learn to share with.

p.2

The provision is good

The childminder's curriculum has a clear focus on supporting children to develop their social skills and become independent learners. The childminder incorporates daily trips outside of the home. For example, they use public transport to visit parks and libraries. This supports children to develop an awareness of the wider world and experience similarities and differences in the local community.

p.2

need to do better?

n Children's early mark-making skills are supported well. The childminder encourages children to experiment with a variety of resources to develop their early writing skills. For example, she helps children to hold pencils correctly as they trace over shapes and write their names. This helps to develop children's muscles and coordination skills in preparation for future writing. n The childminder plans her curriculum based on children's interests and what children need to learn next. She provides a good range of exciting activities. This enables children to make free choices about what they would like to explore. Children are regularly able to practise their physical skills in the garden and when out on trips to the park. n The childminder has a good range of age-appropriate books that are accessible to children. However, there is not enough emphasis on supporting children to choose the books to read independently or together with the childminder. This

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need to do better?

does not fully support children to learn the importance of books for their future learning. n Children learn to keep themselves healthy and follow good hygiene routines.

p.2

need to do better?

6 February 2025 They know to go to the bathroom to wash their hands before sitting down for their snack. They also demonstrate a strong awareness of their personal needs, such as knowing when they need the toilet. The childminder provides healthy snacks and ensures that children have access to fresh drinking water throughout the day. n The childminder has strong partnerships with parents. She keeps parents well informed about their children's day and obtains their feedback regularly. Parents state they are very happy that the childminder takes the children on many educational outings. Communication with parents is a strength of the childminder's practice and she goes above and beyond to support families. n The childminder is a good role model. She is calm and relaxed in her approach and gently speaks to children. This contributes to children feeling happy and secure. The childminder keeps a watchful eye on interactions between children

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need to do better?

when they are playing independently. However, she does not always teach children the skills they need to regulate their emotions. This means that, at these times, children do not always get the most from their play with peers. n The childminder actively supports children's critical-thinking skills. During a mathematical activity, children initially use trial and error to match puzzle pieces to a corresponding number of rings. The childminder recognises the need for a step-by-step approach and guides them through the method for matching. After several attempts, children begin to understand the thinking process and show great delight in getting things right.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

should:

n review the use of books and reading materials to support children to be excited and develop their interest in reading n use more consistent strategies to effectively support children's understanding of their emotions.

p.3

Setting details

Unique reference number EY452862 Local authority Lancashire Inspection number 10368391 Type of provision Childminder

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.4

inspection

Total number of places 6 Number of children on roll 10 Date of previous inspection 19 March 2019

p.4

Information about this early years setting

The childminder registered in 2012 and lives in Lancaster, Lancashire. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder offers government funded places for children aged between nine months and five years.

p.4

Inspection activities

n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The inspector and childminder carried out a joint observation. n The childminder provided the inspector with a sample of key documentation on request. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The inspector took account of parents' written feedback.

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Inspection activities

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Inspection activities

6 February 2025 6 February 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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